Mississippi Department of Education Mathematics Instructional Coaching Services

Assets & Needs Assessment

March 2022

As part of the first Assets & Needs Assessment, Teaching Lab conducted a variety of data collection activities, including a teacher survey and classroom observations, a student survey and analysis of student work samples, and a family survey.

Summary of Results

  • There are opportunities for improving equitable mindsets, particularly surrounding the importance of recognizing students’ race and culture
  • Content / PCK
  • Instructional Practices
  • Student learning
  • Student proficiency
  • Family survey results

Section 1: Mindsets

Equitable Mindsets & High Expectations Summary

Teachers responded to seven items about mindsets, including three items related to recognizing race and culture and four items related to holding high expectations for all students on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.

Recognizing Race and Culture Items

High Expectations items

Teachers also responded to six items about self-confidence in their ability to engage in culturally responsive and sustaining education (CRSE) practices on a scale from 0 (not at all confident) to 10 (extremely confident). Responses were averaged across items. Higher scores correspond to higher self confidence.

Culturally Responsive and Sustaining Education Self-Efficacy Summary and Items

Section 2: Content and Pedagogical Content Knowledge

Teachers answered eight questions related to content and pedagogical content knowledge, including strategies for students with unfinished learning and equitable instruction. The score below is the overall percent correct (note: some questions had multiple correct answers and were worth more than one point).

Section 3: Instructional Practices

Teaching Lab staff observed teachers using the IPG rubric. Ratings of 3 and 4 on 4-point Likert scales and Yes on a Yes/No items were considered positive.

IPG Ratings

Core Action 1

Core Action 2

Core Action 3

Section 4: Student Learning Experiences

Teachers administered a student survey to at least one of their groups. Using 5-point Likert-type scales, students responded to eight items related to their teachers’ engagement in CRSE practices, three items related to teacher-student relationships, five items about self-efficacy, six items about happiness and sense of belonging, and five items about being challenged. Responses were averaged across items. Higher scores correspond to more positive experiences.

Section 5: Student Math Proficiency

Teachers collected student work samples of a task that involved explaining mathematical thinking or reasoning from all students in at least one of their groups. Teaching Lab coaches first determined whether the task was on grade-level and whether it met the criteria of explaining mathematical thinking or reasoning. If so, then the work samples were scored using a 2-point rubric. Students who scored 2 on the rubric were considered to demonstrate proficiency on the grade-level task.

Section 6: Family Experiences & Perceptions

Schools and teachers assisted in sending home a voluntary survey to their students’ families. Using Likert-type scales, caregivers responded to seven items related to teacher-family relationships and support, five items related to teacher-student relationships, and two items related to their child’s learning. Responses were averaged across items. Higher scores correspond to more positive family perceptions and experiences.

Caregiver Perceptions of Student Learning

How many assignments does your child complete?

Which best matches your belief about your child’s experience so far this year?

 

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